Unit Plan: Addition: Kindergarten, 1

Unit Plan: Addition: Kindergarten, 1 Running Head: IT ALL ADDS UP: NUMBER COMBINATIONS IN KINDERGARTEN

Unit: Number Combinations: Addition Mathematics Unit Plan Ashley Carroll

EDUC 545 Modern Mathematics Methods for Elementary School

Jason Rubeling, Instructor Hood College August 6, 2012

Unit Plan: Addition: Kindergarten, 2

Unit Plan: It All Adds Up: Number Combinations in Kindergarten Abstract:

This unit plan provides a five day plan for teaching and developing the concept of addition with kindergarten students. The unit begins with a pre-assessment to determine what students already know about addition and their current level of understanding (concrete, pictorial or abstract stage in development). Following the pre-assessment, each day builds upon the prior day. The lessons begin with building the concept of addition using tens frames, manipulatives and then moves into using pictures and basic number sentences to model addition. The final two days of the unit assist students in making real world connections and consider how addition is used in everyday life. On day four of the lesson, the students explore real world pictures, identify where/how they see addition in pictures, orally create addition stories and then work as a class to draft their own story problems. Finally, day five engages students in a problem based learning experience where they must apply all the strategies they have learned about for solving addition problems. The lesson progression of the unit works on building from the concrete to the abstract and finally, to real world application.

Unit Plan Overview: Grade Level: Kindergarten Duration: 5 Day Unit (plan designed for a 60 minute math block)

Enduring Understanding: Problem solvers preserve, use their tools, chat with others, defend their thinking and use strategies to solve problems.

Focus Question: What happens when numbers are put together?

Higher Order Question: How did you behave like a problem solver today?

Common Core Connections: KOA.1 KOA.2 KOA.3 Standards for Mathematical Practices Standard 1: Make sense of problems and preserve through solving them: Students will have several opportunities throughout this unit to explore the concept of addition and apply it to a real world challenge during a problem based lesson.

Standard 4: Model with Mathematics: Students are asked to use what they have learned about addition on day 4 and 5 of this unit to solve a real world problem using various strategies including manipulatives, pictures and basic addition sentences.

Standard 5: Use tools appropriately and strategically: During this unit students are able to explore various math tools and how they can be used to solve problems.

Unit Plan: Addition: Kindergarten, 3

Standard 6: Attend to Precision: Students are asked to communicate their understanding of problems, how they used strategies and solved a real problem using appropriate vocabulary related to addition and problem solving.

Standard 7: Look for and make use of structure: On day 4 and 5, students are asked to use what they have learned about addition and identify when addition would be used in real world situations and identify when/how addition is being used in various contexts.

Unit Plan: Addition: Kindergarten, 4

Lesson 1 Day 1: Exploring Addition(Pre-Assessment) Focus Question: What happens when we put numbers together? CCSS connections: KOA.1, KOA.3 Standards for Mathematical Practice: Standard 1 and Standard 5 Pre-Assessment: Whole Group:

1. Gather students in the whole group meeting area. 2. Pose this simple problem: There were 5 kids in line for the slide. 3 more kids got in the line. How

many kids are waiting for the slide altogether? 3. Chorally read the problem with the students. Ask the students: "How would you solve this

problem? 4. Allow students to choose their own tools, which may include: whiteboards, manipulatives,

paper/crayons, and number line...any available tool in the classroom that is for their use. 5. The teacher's role is to informally assess students as they work independently. The teacher

should use an anecdotal checklist to capture student strategies and their level of understanding of addition. The teacher should consider:

a. Does the student combine the two smaller groups? Does the student count all, count on?

b. How does the student represent the problem? Concretely, pictorially, or abstractly? c. How does the student explain their process? Can the student identify how two smaller

parts make a larger whole? 6. Students should be given the opportunity to share their ideas and strategies with the class as

the teacher continues to informally assess... how does the student explain their process and explain their thinking? Can the student determine if the answer is reasonable and explain how they arrived at the answer? 7. The assessment information will be used for the remainder of the lesson to provide differentiated instruction based on where the students current level of understanding is with the concept of addition.

Assessment: Informal observation and anecdotal checklist

Look Fors...

a. Does the student combine the two smaller groups? Does the student count all, count on?

b. How does the student represent the problem? Concretely, pictorially, or abstractly? c. How does the student explain their process? Can the student identify how two smaller

parts make a larger whole? d. How does the student explain their process and explain their thinking? e. Can the student determine if the answer is reasonable and how they arrived at the

answer?

Lesson 2 Day 2: Manipulating Addition

Focus Question: What happens when we put numbers together? CCSS connections: KOA.1, KOA.3 Standards for Mathematical Practice: Standard 1 and Standard 5

Unit Plan: Addition: Kindergarten, 5

Materials: Mathstrart: Animals on Board

Tens Frames Trains and Spinners

Double Dice (dots) and single dot dice

Double tens frame Mats with Chips

Animal Necklaces Painters Tape Large paper for process chart Subitising dot cards to five Exit tickets # 1 2 3 (see attached samples)

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